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Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world."
Research shows that vocabulary development is one of the most important skills students need to acquire to become English-proficient. For English language learners (ELLs), vocabulary development is especially important. Studies of diverse first graders reveal that many possess about half the vocabulary as their peers. The average native English speaker enters kindergarten knowing at least 5,000 words. The average ELL may know 5,000 words in his or her native language, but very few words in English. While native speakers continue to learn new words, ELLs face the double challenge of building that foundation and then closing the gap.
According to the National Reading Panel (2000), while there is no single research-based method for teaching vocabulary, explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students' knowledge of word meanings, specific word instruction should be robust (Beck et al., 2002). From its analysis, the panel recommended using a variety of direct and indirect methods of vocabulary instruction.
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Five (5) PDUs or EOU credit Possible:
Objective(s):
- Participants will discuss the importance of vocabulary instruction for their students (especially English language learners)
- Participants will select and implement research supported strategies designed to increase vocabulary development in their classrooms
Explore:
- Read:
- The Vocabulary for ELD section from the ELD Handbook (and any sub tabs)
- Best Practice for ELLs: Vocabulary Instruction from the Reading Rockets website
- Peruse the strategies/activities in the "More Resources" section at the bottom of this page
- View:
- The six videos below
- The video located in the Vocabulary for ELD section of the ELD Handbook
- Apply:
- Implement one of the strategies/activities described from the Read and/or View sections in your classroom
- Reflect:
- Read Why Reflect? and Posting a Reflection
- Describe which vocabulary strategy/activity you chose to try out in your classroom and the impact it had on instruction and learning. Did you experience any challenges? What will your next steps be?
- Summarize what you learned about teaching academic vocabulary and the implications for your students, especially the English language learners, in relation to content comprehension and/or language acquisition.
- Post your reflection to the Discussion Group
- Rate:
- Refer to the details and link you received upon registration
Activities for Teaching and Developing Vocabulary:
More resources available below:
- ELD Strategies Website - best practices and resources for teaching English Language Development (ELD)
- Personal Dictionaries - enables students to contextualize words by creating a chart with an illustration (representing the word), a sentence (that includes the word), a definition (of the word), and the actual vocabulary word.
- Frayer Model - videos and templates - In contrast with a straight definition, this model helps to develop a better understanding of concepts by having students identify not just what something is, but what something is not
- 4-Corners vocabulary - video and template
- Visual Dictionary - Google Slides template - similar to the activity above, but created electronically
- Signal Words (see below) - implicitly teach students words and phrases that "signal" different types of text structures
- Shades of Meaning - video - This activity helps students focus on word choice, particularly the nuances among synonyms
- Capitalize on Cognates - video and list - Cognates are words in two languages that share a similar meaning, spelling, and pronunciation, such as 'information' in English and 'información' in Spanish
- Vocabulary Games (see below) - even more games
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